WEBVTT NOTE This file was generated by Descript 00:00:12.028 --> 00:00:15.218 Mike Caldwell: Welcome back to another episode of the Transformative Principal. 00:00:15.218 --> 00:00:16.208 My name is Mike Caldwell. 00:00:16.208 --> 00:00:19.928 I'm your host today, and joining me is Dr. Christie Lynn. 00:00:19.928 --> 00:00:21.578 Turn, Christie Lynn. 00:00:21.578 --> 00:00:23.078 So happy to have you on the show. 00:00:24.158 --> 00:00:24.578 Kristilynn Turney: Thank you. 00:00:24.728 --> 00:00:25.343 Glad to be here. 00:00:26.403 --> 00:00:30.273 Mike Caldwell: Chrissy Lynn of and I have known each other now for just about a year. 00:00:30.273 --> 00:00:30.633 Right? 00:00:30.783 --> 00:00:31.503 Somewhere in there. 00:00:31.503 --> 00:00:31.593 Yes. 00:00:31.713 --> 00:00:31.863 Kristilynn Turney: Mm-hmm. 00:00:32.403 --> 00:00:42.873 Mike Caldwell: I think I reached out, cold, cold, cold, reach out, I think on Facebook and connected with you and invited you in to be part of the this Link Leaders project that I've been working on. 00:00:42.873 --> 00:00:50.553 And over the time, I've got to know you and you're mover and a shaker and out there doing some great things in education that we're gonna talk about. 00:00:50.973 --> 00:00:51.843 So, uh. 00:00:52.238 --> 00:00:53.588 So we'll get, we'll get after that. 00:00:53.588 --> 00:00:57.308 First, why don't you share, let's just drive right, go right into it. 00:00:57.398 --> 00:01:00.908 You talked about being labeled as a problem child. 00:01:00.908 --> 00:01:03.218 When I, I read that, I'm like, what? 00:01:03.638 --> 00:01:05.078 Let's, what is that about? 00:01:05.078 --> 00:01:09.638 So, we'll, we'll come back to a little bit more of your background, but let's just open it up. 00:01:09.668 --> 00:01:11.558 What do you mean by labeled as a problem? 00:01:11.558 --> 00:01:11.858 Child. 00:01:11.858 --> 00:01:14.048 I couldn't imagine you being labeled as a problem child. 00:01:15.033 --> 00:01:17.643 Kristilynn Turney: Well, yes, I was labeled as a problem child. 00:01:17.643 --> 00:01:23.943 And let me tell you why, because I love to talk, uh, even to this day if you don't already know that. 00:01:24.003 --> 00:01:32.103 And so, uh, by being a talker, um, that was kind of labeled as a problem, uh, during that time that I was in. 00:01:32.228 --> 00:01:38.678 School because I would never shut up and that would interfere with instruction with other student learning. 00:01:38.948 --> 00:01:43.148 And that became that label, that tag for me as a problem. 00:01:43.478 --> 00:01:51.038 And uh, I don't think in the midst of that teachers saw the opportunities that we see with talkative students these days. 00:01:51.458 --> 00:01:53.528 But in that time, I was a problem. 00:01:55.253 --> 00:01:58.343 Mike Caldwell: Well, and look at it serving you now talking and Oh yes. 00:01:58.733 --> 00:02:01.913 Communicating with leaders all across the, the country. 00:02:01.913 --> 00:02:05.783 And so it's, it's served you well to have that, I guess Absolutely. 00:02:05.783 --> 00:02:07.673 Initiative to, to speak up. 00:02:07.673 --> 00:02:13.013 So, um, share a little bit about your background, um, and where, where'd you grow up? 00:02:13.283 --> 00:02:17.003 What, what, what are kind of some of your formidable experiences as a, as a leader. 00:02:17.303 --> 00:02:18.653 And then, uh, we'll go from there. 00:02:20.048 --> 00:02:20.648 Kristilynn Turney: Absolutely. 00:02:20.648 --> 00:02:21.698 Thank you for asking. 00:02:21.698 --> 00:02:29.318 I feel like I have always been a leader and I think that that goes with, uh, being talkative and in some regards, outspoken. 00:02:29.648 --> 00:02:33.008 Um, I am born and raised Cincinnati, Ohio, huge. 00:02:33.008 --> 00:02:34.508 Cincinnati Bengals fan. 00:02:34.868 --> 00:02:43.808 Um, from there, uh, well, in the meantime, I graduated from North College Hill High School, went to Bowling Green State University on a track scholarship. 00:02:44.108 --> 00:02:46.878 Uh, after that came back home to Cincinnati and. 00:02:47.088 --> 00:02:49.188 Started teaching English and theater. 00:02:49.488 --> 00:02:51.438 I was also a drama director. 00:02:51.708 --> 00:03:05.208 Uh, after I left the classroom, I went into school improvement with a focus on literacy, and then I became an assistant principal, a middle school principal, a high school principal, and in district office. 00:03:05.508 --> 00:03:09.288 And one of the things that I am most proud of in my career. 00:03:09.568 --> 00:03:19.768 And I was the first black principal of two predominantly white suburban schools, uh, Fairfield Middle School, as well as Coal Rain High School, both in the greater Cincinnati, Ohio area. 00:03:20.483 --> 00:03:33.923 And with that came, uh, large responsibilities, not only, uh, by being the first black principal, but also being a female principal and helping those buildings transition and shift during that time. 00:03:34.313 --> 00:03:42.473 Um, while I was in district office, I worked in human resources, curriculum and intervention as well as diversity. 00:03:42.743 --> 00:03:45.383 And in 2019, I said. 00:03:45.663 --> 00:03:49.293 Let me give this full-time consulting thing a try. 00:03:49.653 --> 00:03:55.293 And I even said, you know, if it doesn't work out by April, 2020, I can always go back. 00:03:55.353 --> 00:03:59.793 And so of course when we say April, 2020, we all know what happened by that point. 00:04:00.153 --> 00:04:03.578 Um, but I. I was really soaring in my work. 00:04:03.848 --> 00:04:10.418 Um, in May, 2020, um, America witnessed the unfortunate killing of George Floyd. 00:04:10.688 --> 00:04:17.258 Um, and that really shifted and took shape around some diversity initiatives, especially in schools. 00:04:17.528 --> 00:04:19.748 And so that really pushed me. 00:04:20.303 --> 00:04:37.793 In my role to continue my work around diversity plans and equity audits for schools, and I have continued, uh, that line of work in addition to, uh, leadership providing, um, coaching and consulting in the area of leadership as well as school improvement. 00:04:38.413 --> 00:04:56.653 And I'm also a very proud speaker and I want to connect with districts, um, as well as educational entities and organizations who might love to hear my story from Problem to Principal or some of my other signature talks, which includes, uh, leading with Grace, strength, and High. 00:04:57.133 --> 00:05:08.533 For our female leaders, whether they are educational leaders or leaders in other spaces, as well as from burnout to buy-in, shifting the culture in your school or organization. 00:05:09.193 --> 00:05:09.643 Mike Caldwell: Awesome. 00:05:09.943 --> 00:05:16.663 And we'll make sure we include a link in the show notes for your website and your information so people can follow up on that. 00:05:16.933 --> 00:05:18.883 Um, you have a lot to offer, no question. 00:05:20.203 --> 00:05:20.473 Thank you. 00:05:20.503 --> 00:05:21.163 I wanna go, I wanna go back. 00:05:21.168 --> 00:05:26.023 You, you know, you talked about being the first black principal of two two schools. 00:05:27.278 --> 00:05:28.358 Can you elaborate a little bit? 00:05:28.358 --> 00:05:35.798 What does it really mean to be the first, and what, what pressures or responsibilities did you feel that maybe others did not see? 00:05:35.798 --> 00:05:40.718 Or, or maybe someone maybe like me that maybe does, doesn't quite understand that. 00:05:40.718 --> 00:05:41.633 Can you elaborate a little bit? 00:05:42.918 --> 00:05:43.878 Kristilynn Turney: Absolutely. 00:05:43.938 --> 00:05:46.578 Um, being the first is, is a trailblazer. 00:05:46.578 --> 00:05:51.708 You are setting that path for others, uh, as well as setting the examples. 00:05:51.708 --> 00:06:05.208 So I knew that I could be viewed as, uh, someone who led the building in a very positive way, and that opened the door for other black principals or female principals. 00:06:05.433 --> 00:06:09.903 Or if I led in a negative way that closed the door for others. 00:06:10.113 --> 00:06:23.283 It also met representation not only for staff, but our students who viewed me as obviously, uh, the first, and that power behind their ability to be able to do it as well. 00:06:23.643 --> 00:06:28.263 And that leads me to a point on another one of my signature talks. 00:06:28.473 --> 00:06:30.243 Be the first being the first. 00:06:30.543 --> 00:06:33.153 And uh, that is for student groups. 00:06:33.153 --> 00:06:40.318 And I facilitated and led some of those student, uh, groups in that respect as well because the students need to hear. 00:06:41.303 --> 00:06:44.783 And see that story and that example, um, as well. 00:06:44.783 --> 00:06:59.718 So it, it was, uh, an empowering experience, but it also allowed me to support and empower others and leave a very strong legacy for those to follow as well as for, uh, students and staff to model. 00:07:01.658 --> 00:07:07.208 Mike Caldwell: When you talk with, on being, being the person, it sounds like it, something you're directing to students. 00:07:07.208 --> 00:07:17.708 What is some of the, or may, maybe it's not exclusive to students, but what's, what's some of the kind of messaging in there, what you're hoping that they will pull away or walk away from that talk? 00:07:18.458 --> 00:07:19.298 Not to give it away. 00:07:19.298 --> 00:07:19.478 Kristilynn Turney: Yeah. 00:07:19.778 --> 00:07:20.018 Mike Caldwell: But 00:07:20.438 --> 00:07:22.118 Kristilynn Turney: yes, yes, no worries. 00:07:22.298 --> 00:07:29.948 Um, hoping that, uh, students will see and experience that it is okay to be the first. 00:07:30.128 --> 00:07:32.378 It does come with weight. 00:07:32.678 --> 00:07:33.858 Um, and it is, um. 00:07:34.893 --> 00:07:38.463 For some, a, a change cycle for them. 00:07:38.643 --> 00:07:46.593 Whether that is their first to graduates from high school or the first to go off to college or the, the first to start a business. 00:07:46.893 --> 00:07:50.643 Um, that is a shift, uh, for many students even still today. 00:07:50.643 --> 00:08:02.763 But hearing that message from me empowers them as well as gives them that encouragement to be able to say, yeah, it's scary, um, but this is something that I'm able to accomplish and do. 00:08:03.953 --> 00:08:04.793 Mike Caldwell: Absolutely. 00:08:06.473 --> 00:08:06.683 Yeah. 00:08:06.683 --> 00:08:07.223 So. 00:08:07.718 --> 00:08:17.768 When you walk into a building and no one in leadership looks like you, as you've, you've mentioned what's happening internally, emotionally, and strategically, what that maybe people don't talk about. 00:08:17.768 --> 00:08:18.488 What is that like? 00:08:19.568 --> 00:08:28.868 Kristilynn Turney: Yeah, it is very, uh, for me focused on doing the job, uh, while I recognize there is a weight on me. 00:08:29.253 --> 00:08:35.973 I don't think others recognize that, and I know that I can't use that as a crutch or a challenge or a barrier. 00:08:36.243 --> 00:08:39.933 I use that as an opening to say, okay, here I am. 00:08:40.053 --> 00:08:43.443 Here's what I bring and here's what we are going to accomplish. 00:08:43.443 --> 00:08:52.773 And so while there is power, uh, in being the first of whatever it is, we can't just stop there and limit that whole conversation to that. 00:08:53.043 --> 00:09:07.083 While I was in my buildings, I was very fortunate to be a change maker as well as a system changer when it came to our code of conduct, uh, when it came to some of our teaming and our master scheduling. 00:09:07.443 --> 00:09:14.823 And also, uh, that barrier breaker when, when it came to shifting the culture from what had it previously been. 00:09:15.698 --> 00:09:24.098 Uh, which in, in a few cases, a little more punitive and not focused and, uh, lacked the guidance that it needed. 00:09:24.338 --> 00:09:27.308 So again, my role didn't just stop there. 00:09:27.308 --> 00:09:39.548 It continued on including taking the graduation rate, uh, from 86.4% to 92.4% in two years, which was at that time the highest average in six years. 00:09:39.878 --> 00:09:40.298 So. 00:09:40.753 --> 00:09:44.203 It started with, okay, yep, she's the first. 00:09:44.263 --> 00:09:45.253 Here she is. 00:09:45.433 --> 00:09:52.993 But I didn't limit it to that, and I wanted to make sure that I left a very strong and positive legacy once I left. 00:09:54.823 --> 00:10:04.963 Mike Caldwell: Now this podcast transformative principle, you know, for me it's, I mean it's, it's such a great opportunity for those that are listening to, to give them kind of a really solid. 00:10:05.603 --> 00:10:06.203 Nugget. 00:10:06.203 --> 00:10:18.473 Something that they can, you know, regardless of their background and where they're leading, something they can walk away with and say, okay, that's, that's a new idea, or a new new thought that I'm gonna maybe apply to my leadership. 00:10:18.923 --> 00:10:29.003 So as you think about your impact at, at the, as your time as a leader and some of the things that you just shared with the growth and, um, and achievement and, and those types of things. 00:10:30.308 --> 00:10:32.918 Let's drill down like under the hood. 00:10:32.948 --> 00:10:43.628 When you are leading, what do you attribute, like specifically, like what are some of the things that you did that you're most proud of, that you kind of attribute success to? 00:10:43.838 --> 00:10:51.008 What are some very specific things that you feel are kind of like, this is, this is, you know, this, this made the impact. 00:10:52.268 --> 00:11:01.718 Kristilynn Turney: I think what made the greatest impact is that I built relationships very quickly with staff, students, family, uh, district office, as well as community supports. 00:11:02.138 --> 00:11:06.753 Um, I got in there and was very intentional in knowing that I needed. 00:11:07.378 --> 00:11:12.898 Everyone around me to be on my team in order for my team to be successful. 00:11:13.108 --> 00:11:21.388 So when it was time to implement those systems and those changes that I had a collaborative approach into doing this. 00:11:21.448 --> 00:11:28.888 And it wasn't just, this new principal is too bold, um, and she's trying to push all these systems and changes. 00:11:29.098 --> 00:11:29.578 It was. 00:11:29.863 --> 00:11:33.853 Us together as a community making those decisions. 00:11:34.153 --> 00:11:39.703 I think also in building those relationships, it opened up that level of empowerment. 00:11:40.583 --> 00:11:51.023 So I gave teachers back that power to say, I'm going to trust you in your role as a teacher, just as I want you to trust me in my role as a principal. 00:11:51.173 --> 00:12:02.903 So if you feel that this is what is best for students and these are the instructional shifts that you need to make to reach our building goals and the vision that I've set out, then I trust you to do it. 00:12:02.993 --> 00:12:07.883 And I think that, uh, more than anything, the building of those relationships. 00:12:07.953 --> 00:12:19.938 And giving off that, um, authority really helped change and move our systems for the better and also get those academic results that I spoke about. 00:12:22.628 --> 00:12:32.258 Mike Caldwell: Sometimes as a new leader, we go in and we have, sometimes we can make a mistake by jumping in and trying to change things too fast if we, if we're not 00:12:32.528 --> 00:12:32.648 Kristilynn Turney: Oh, yes. 00:12:32.648 --> 00:12:34.178 Mike Caldwell: Familiar with, with the environment. 00:12:34.178 --> 00:12:41.378 I know I had that experience when I started as, as in my first principalship and, you know, trying to move too fast and. 00:12:42.263 --> 00:12:44.273 Not bringing everybody along Right. 00:12:44.273 --> 00:12:47.183 But at the core of what you said, I think is absolutely true. 00:12:47.183 --> 00:12:53.513 The, the building, the relationships and trust, the collaborative kind of efforts with your, with your staff. 00:12:53.543 --> 00:12:56.843 I'll, I'll make a difference in terms of moving the dial. 00:12:57.293 --> 00:13:05.123 What are some of the mistakes that you feel like you made as a early leader that you look back and say, okay, I would've done that different. 00:13:06.423 --> 00:13:07.053 Kristilynn Turney: Absolutely. 00:13:07.053 --> 00:13:13.533 Well, you just hit the nail on the head, like jumping in and saying, I'm gonna do this and this by tomorrow, right? 00:13:13.893 --> 00:13:16.683 And so very quickly I said, you know what? 00:13:16.683 --> 00:13:21.633 First of all, that wasn't the approach that felt comfortable for me. 00:13:21.843 --> 00:13:34.083 I think that that was possibly the approach that was modeled for me as well as encouraged by, um, the superintendent and the district staff to say, you need to get in there and change all of these things. 00:13:34.468 --> 00:13:35.278 Tomorrow. 00:13:35.338 --> 00:13:35.818 Right. 00:13:36.118 --> 00:13:38.548 And so that was in fact a mistake. 00:13:38.848 --> 00:13:42.148 And as I said, that didn't feel comfortable for me. 00:13:42.478 --> 00:13:46.528 Um, I knew how to get there, it just wasn't that way. 00:13:46.858 --> 00:13:49.468 And so that's when I really said, you know what? 00:13:49.558 --> 00:13:50.638 We're gonna get there. 00:13:50.728 --> 00:13:57.328 Do me a favor, give me some time, and I'm gonna make sure that this laundry list of things gets done. 00:13:57.938 --> 00:14:13.208 I'm just going to get it done not only in my time, but in the way that I know is comfortable for me and what I've structured my staff and my students and really my whole SCH school community around. 00:14:14.370 --> 00:14:24.485 Mike Caldwell: How did you get from, or how did you navigate kind of maybe your ideas of, this is my vision for the school versus our collective vision and moving forward. 00:14:24.485 --> 00:14:25.925 Like how do you, how do you do that? 00:14:25.925 --> 00:14:27.755 Because sometimes we go in as leaders, right? 00:14:27.755 --> 00:14:30.575 And we're like, we see where we want to go. 00:14:30.995 --> 00:14:37.085 Um, and sometimes go again too fast or, or not take in kind of a full intake of. 00:14:38.375 --> 00:14:41.015 Your, our environment and other opinions and things like that. 00:14:41.315 --> 00:14:50.255 Do you have some tips or ideas on how, how to kind of navigate that so it's not just you way out in front and leaving everybody up behind and really getting that collective vision? 00:14:51.410 --> 00:14:51.890 Kristilynn Turney: Yes. 00:14:51.950 --> 00:14:56.480 So very strategic and intentional in your approach. 00:14:56.810 --> 00:15:06.620 And I say that because again, every leader enters a building with a list of things that they want to change almost immediately. 00:15:06.890 --> 00:15:08.570 But those things take time. 00:15:08.660 --> 00:15:20.000 And one of the things that I really reflected on is somewhere along the line, these building leadership team members, these teachers thought this was approach, this approach. 00:15:20.115 --> 00:15:21.375 Was a great idea. 00:15:21.615 --> 00:15:28.335 So I don't wanna slap them in the face by coming in and saying, Nope, we're not doing that, that, or that. 00:15:28.545 --> 00:15:28.995 Right? 00:15:29.175 --> 00:15:35.115 Because these are the same individuals who built this system maybe even the year before. 00:15:35.295 --> 00:15:44.145 So now bringing them to the table and having these conversations and saying, okay, kind of walk me through this process of how did we get here? 00:15:44.385 --> 00:15:45.315 How did it look? 00:15:45.615 --> 00:15:53.475 What worked well, what didn't work so well, and then taking all of those pieces as a part of my strategic plan and vision. 00:15:53.715 --> 00:15:57.315 So even with, uh, one perfect example. 00:15:58.010 --> 00:16:02.720 Is when I was a middle school principal, they wanted to change their team names. 00:16:02.990 --> 00:16:12.770 They had, uh, previously American themed teams, so the teams were named Freedom and Liberty and Justice, and it was amazing. 00:16:12.770 --> 00:16:17.875 You walked down the hall, you saw all the different, uh, American themed names, and it was really cool. 00:16:18.360 --> 00:16:24.150 But that had been a longstanding tradition for the school and they wanted to change it. 00:16:24.360 --> 00:16:30.930 But I also had to take a step back and say, you know, somewhere along the line someone said, this is fabulous. 00:16:30.930 --> 00:16:32.070 This is wonderful. 00:16:32.100 --> 00:16:37.830 And yes, now we might be ready for a change, but what does that change process look like? 00:16:38.130 --> 00:16:41.250 How are we going to start to, uh, break down? 00:16:41.400 --> 00:16:42.150 Okay, what. 00:16:42.635 --> 00:16:58.505 Themes are we now going to choose from and how are we going to identify the names of the teams and how are we going to ensure that this process is strong and everyone's input is a part of it? 00:16:58.670 --> 00:17:04.040 And that after we change these names, um, that it's sustainable, right? 00:17:04.220 --> 00:17:08.150 Because then after I leave, then everybody's like, we hated those names. 00:17:08.150 --> 00:17:11.870 Now we wanna go back to, you know, the American theme names. 00:17:11.900 --> 00:17:15.530 And so all of that is a process of strategy. 00:17:16.130 --> 00:17:27.410 And taking into account in consideration, um, what was that process that led to those decisions and who am I to come in to? 00:17:27.440 --> 00:17:38.090 Many of these veteran teachers who were on those sitting committees to make those decisions, whether it's the team names, the code of conduct, the dress code, who am I to come in and just say. 00:17:38.345 --> 00:17:39.215 This is all wrong. 00:17:39.215 --> 00:17:40.355 We're throwing it all away. 00:17:40.355 --> 00:17:41.645 We're gonna do it my way. 00:17:42.125 --> 00:17:43.655 I'm no one in that regard. 00:17:43.685 --> 00:17:44.105 Right? 00:17:44.375 --> 00:17:47.705 And we know that that's not best practice in leadership. 00:17:47.915 --> 00:17:51.335 And furthermore, we know that that's not going to be sustainable. 00:17:52.205 --> 00:17:52.835 Mike Caldwell: Absolutely. 00:17:53.045 --> 00:17:59.315 And some of those things are really hard to change 'cause they're so integrated, created to history and, and, uh, 00:17:59.470 --> 00:17:59.690 Kristilynn Turney: yep. 00:18:00.310 --> 00:18:01.235 Mike Caldwell: And, and yeah. 00:18:01.235 --> 00:18:03.035 And tradition and those types of things. 00:18:03.365 --> 00:18:13.565 I found, I don't know if you can relate to this, when I, I was lucky enough to start early enough in my first principalship that I was able to, um, spend some time in the spring. 00:18:13.950 --> 00:18:27.270 Prior to actually taking over, and I had an opportunity, and I think this was a, a rare opportunity where I can go and I, I was able to go and meet with every staff member, really every teacher in the building. 00:18:27.270 --> 00:18:34.200 I think we had 70 teachers at the time, um, and just spend 20 minutes with them and just interview them. 00:18:34.200 --> 00:18:39.600 And I, us and I, if I remember, I asked them three questions, what's going really well? 00:18:40.740 --> 00:18:43.360 What's the biggest challenge you see that you would like? 00:18:44.000 --> 00:18:52.520 Addressed and, um, I can't remember the third one, but just like general questions and collected all that information. 00:18:52.580 --> 00:19:07.490 Um, and that really helped me, you know, even if you can't do it the spring before as like spending some time in the fall in your first year, like just gathering that information from the, from the staff perspective of what's, what's going well and what's not going so well. 00:19:08.090 --> 00:19:12.200 It's interesting to kind of collect that and then aggregate it and see what you get. 00:19:12.260 --> 00:19:16.640 So I loved that kind of, it, part of the, the experience. 00:19:16.670 --> 00:19:19.895 Um, did you ever do anything like that when you started as a school leader? 00:19:20.975 --> 00:19:35.045 Kristilynn Turney: Yes, that is a part of that learning, um, and making sure that, uh, your team knows that you are a team player and that you are there for them and to support them in their effort. 00:19:35.045 --> 00:19:39.815 So of course I spent that time saying, Hey, everybody just. 00:19:40.490 --> 00:19:41.960 Open office hours. 00:19:42.020 --> 00:19:43.250 I need to meet with you. 00:19:43.310 --> 00:19:43.460 Yes. 00:19:43.520 --> 00:19:50.360 And even if we come and talk about your family or uh, what's going on in your life, that's okay. 00:19:50.360 --> 00:20:00.560 But I wanted to make those connections and I ultimately use not only those school connections, but those personal connections to continue to build those relationships. 00:20:00.885 --> 00:20:06.315 So I had teachers who would share, Hey, I'm caring for an elderly parent. 00:20:06.375 --> 00:20:12.195 And so then when there was something that happened, there was again that remembrance and that connection. 00:20:12.225 --> 00:20:12.735 Okay. 00:20:12.795 --> 00:20:13.095 Yep. 00:20:13.155 --> 00:20:25.875 I remember you're caring for an elderly parent and some things might, uh, look differently because of having to deal with things at home and not being able to be here, uh, for a day or a certain event. 00:20:26.570 --> 00:20:29.000 So that all goes, uh, as a part of it. 00:20:29.270 --> 00:20:41.480 And that's one thing that I provide when or, uh, give as advice when I, um, provide leadership coaching, I suggest building those relationships, having them come in and just. 00:20:41.675 --> 00:20:42.335 Talk. 00:20:42.545 --> 00:20:43.745 Let me hear from you. 00:20:43.925 --> 00:20:55.745 Let me connect with you, and not always with an intent of arriving at a decision of what is the bell schedule going to look like next year, or, which assemblies am I adding? 00:20:55.745 --> 00:20:59.555 Because this teacher said that it can again just be. 00:20:59.970 --> 00:21:01.230 We're just connecting. 00:21:01.500 --> 00:21:11.910 We are building relationships, and I'm getting to know you a little bit better so that, again, all of those pieces fit together when it's decision making time. 00:21:12.210 --> 00:21:13.020 Mike Caldwell: Yeah, for sure. 00:21:13.230 --> 00:21:13.590 Yeah. 00:21:14.610 --> 00:21:27.270 You know, I think sometimes you can do everything you can to build the relationships and do all the things that you think are the right moves, but inevitably you're gonna. 00:21:27.770 --> 00:21:29.090 Run into resistance. 00:21:29.090 --> 00:21:29.450 Right. 00:21:29.450 --> 00:21:30.050 And that could 00:21:30.140 --> 00:21:30.470 Kristilynn Turney: always, 00:21:30.620 --> 00:21:42.320 Mike Caldwell: you know, that could be couple teachers or it could be, or, or staff members or, or even greater, you know, level of resistance depending on what you're, what you're trying to do. 00:21:42.380 --> 00:21:56.720 Um, talk a little bit like how, how do leaders, you know, how, how do leaders hold firm to change while navigating resistance or know when to really kind of. 00:21:57.320 --> 00:22:04.430 Pay attention to the resistance and possibly even change course or pivot a little bit like that. 00:22:04.430 --> 00:22:11.630 That balance between pressing forward versus wait, we, you know, there's something here that I gotta really pay attention to. 00:22:11.720 --> 00:22:12.530 Any guidance there. 00:22:13.760 --> 00:22:14.270 Kristilynn Turney: Yes. 00:22:14.330 --> 00:22:23.120 So anything that aligns to the vision, um, and that is ultimately best for students, those are the things that we have to hold firm on. 00:22:23.150 --> 00:22:25.340 These become those non-negotiables. 00:22:25.580 --> 00:22:32.540 So if we're talking about data-driven decisions and how we are, uh, providing. 00:22:32.820 --> 00:22:41.010 Assessments or how we are evaluating assessments and modifying instruction based on those assessments. 00:22:41.190 --> 00:22:44.220 To me, those very much become non-negotiables. 00:22:44.430 --> 00:22:45.180 However. 00:22:45.785 --> 00:22:58.145 What becomes, uh, somewhere where there's this opening or this pivot is maybe the, um, teacher-based team or the professional learning community setting isn't the best. 00:22:58.355 --> 00:23:00.755 Maybe you want to do smaller groups. 00:23:00.845 --> 00:23:10.055 Or one-on-one as we're reviewing data-driven decisions, maybe you want an instructional coach present, um, along with that process. 00:23:10.325 --> 00:23:19.355 Or maybe you just want more input to say, you know, here's how the students tested, but here's what I think, here's how we arrived at that point. 00:23:19.655 --> 00:23:23.345 I think that there is always that balance of. 00:23:23.900 --> 00:23:38.450 Us as leaders, yes, being very firm because we know what's going to drive where we are going, but then also having that opening to say, you know what, yes, I can relax a little bit on that. 00:23:38.450 --> 00:23:44.900 If it makes you feel comfortable or it makes you feel safe to do it this way, that's fine, because guess what? 00:23:44.900 --> 00:23:49.610 We're still going to arrive at the same place that we were set out to go to. 00:23:50.435 --> 00:23:51.275 Mike Caldwell: Absolutely. 00:23:51.485 --> 00:23:52.265 Absolutely. 00:23:52.895 --> 00:23:53.555 Um, 00:23:56.915 --> 00:24:08.105 you know, there's so much of this is really, again, going back to the relationships, um, because really true transformation and some of the major shifts that you were able to make as a leader doesn't start with programs. 00:24:08.105 --> 00:24:09.375 It starts with people, right? 00:24:09.420 --> 00:24:15.640 And, and it starts with people feeling seen, heard, but also challenged, um, to, mm-hmm. 00:24:15.725 --> 00:24:18.665 Grow and, and stretch in their, in their profession. 00:24:20.105 --> 00:24:28.235 In a real practical, let's call it, what's today, A Wednesday like on a, on a, on a given random Wednesday in your school? 00:24:28.325 --> 00:24:28.415 Kristilynn Turney: Mm-hmm. 00:24:29.555 --> 00:24:38.375 Mike Caldwell: What does that practice look like in terms of making sure that people feel seen, heard, but also pushed and challenged? 00:24:39.755 --> 00:24:49.865 Kristilynn Turney: Yes, from a leadership standpoint, uh, for me that's visibility and that's visibility for everyone and making those connections to everyone. 00:24:50.105 --> 00:24:54.695 I worked very hard to know as many students' names as I could. 00:24:54.935 --> 00:25:04.535 I also worked very hard to know all of my staff names, uh, members' names, and at least one thing about them, whether it was, you know, their, their dog name. 00:25:04.730 --> 00:25:10.610 Quincy or whether it was, uh, some connections that we made like, Hey, I have twins. 00:25:10.610 --> 00:25:15.200 You have twins, or your birthday is in March, just like my birthday is in March. 00:25:15.410 --> 00:25:23.840 So making those connections to ensure that everyone is seen, um, and heard and that they are pushed and challenged. 00:25:23.840 --> 00:25:24.140 Right. 00:25:24.140 --> 00:25:25.735 Because I think when we take. 00:25:26.370 --> 00:25:28.380 You are seen, you are heard. 00:25:28.500 --> 00:25:30.000 We have these relationships. 00:25:30.000 --> 00:25:40.770 Then when it's time for me to challenge you, you're prepared because you know that not only do I have the best interest of the students in mind, but I also have their best interest. 00:25:40.800 --> 00:25:44.280 And we are all striving for that common goal. 00:25:44.520 --> 00:25:47.670 And we don't need anybody who's gonna row the opposite way. 00:25:47.670 --> 00:25:52.290 We need everybody rowing in the same direction because when I win, then we all win. 00:25:53.345 --> 00:25:54.095 Mike Caldwell: Absolutely. 00:25:55.445 --> 00:25:59.255 Well, as you look back in your 20 years, is it 20, 30 years in education? 00:25:59.255 --> 00:25:59.885 How many years is it? 00:25:59.990 --> 00:26:00.770 Kristilynn Turney: 27. 00:26:01.030 --> 00:26:02.885 Mike Caldwell: 27 years in education. 00:26:04.205 --> 00:26:07.595 Curious, what chapter of your leadership story are you still writing? 00:26:09.890 --> 00:26:10.340 Kristilynn Turney: Hmm. 00:26:10.520 --> 00:26:12.890 I think I, oh wow. 00:26:13.250 --> 00:26:18.740 Um, as a consultant and now how am I supporting other leaders? 00:26:18.740 --> 00:26:30.770 Especially because I know a lot more, there's a lot more resources and opportunities to connect, um, as well as instructional tools out there. 00:26:31.010 --> 00:26:35.570 So I am very much still writing that leadership coach. 00:26:35.820 --> 00:26:41.580 Part of it, uh, because again, just as I said before, when I win, we all win. 00:26:41.580 --> 00:26:43.500 When they win, I win too. 00:26:43.530 --> 00:26:51.540 And so I, I wanna still be a part of that journey in supporting and that is the thing that I'm still riding. 00:26:52.985 --> 00:26:54.575 Mike Caldwell: I love you said that, you said win. 00:26:54.605 --> 00:26:56.825 I'm curious, I'm gonna push you a little bit here. 00:26:56.885 --> 00:27:02.435 Um, share an example of a recent win maybe that you had in the leadership coaching. 00:27:02.435 --> 00:27:07.775 Maybe a specific, without naming names, of course, specific leader that you were working with. 00:27:07.805 --> 00:27:13.685 Maybe describe the challenge that they were dealing with and how you help them navigate that. 00:27:14.930 --> 00:27:18.500 Kristilynn Turney: Yes, this is very recent, so I love this question. 00:27:18.560 --> 00:27:20.030 Thank you so much for asking. 00:27:20.390 --> 00:27:37.040 So, um, recently I attended an administrative team meeting and, um, the administrative team meeting was very focused on housekeeping items, um, student dress code violations. 00:27:37.280 --> 00:27:37.700 Um. 00:27:37.830 --> 00:27:41.370 Teacher walkthroughs, teacher evaluation systems. 00:27:41.760 --> 00:27:45.930 I needed that leader to really drill down to instruction. 00:27:46.200 --> 00:27:52.590 So my question to that leader was, how does all of those things impact instruction? 00:27:52.890 --> 00:27:55.260 Now, before you jump on me, I get it. 00:27:55.300 --> 00:27:56.560 We gotta have rules. 00:27:56.740 --> 00:27:59.080 There needs to be clear expectations. 00:27:59.320 --> 00:28:04.060 The walkthroughs, the evaluations are district and state mandated. 00:28:04.240 --> 00:28:05.290 That is clear. 00:28:05.470 --> 00:28:11.470 But how are we specifically drilling down to the instructional outcomes? 00:28:11.710 --> 00:28:21.550 So if we are, for instance, pulling students from class because they're in violation of the dress code, are we taking away an instruction? 00:28:21.795 --> 00:28:22.335 Right. 00:28:22.665 --> 00:28:25.425 Is there a better way to. 00:28:26.150 --> 00:28:34.070 Not only address the student's infraction, but also ensure that they're not missing out on valuable class time. 00:28:34.370 --> 00:28:36.320 Same thing with teachers. 00:28:36.530 --> 00:28:41.720 If we are addressing them for not identifying those students who are. 00:28:41.790 --> 00:28:45.780 Not in compliance, whether it's dress code or behavior or whatever. 00:28:46.110 --> 00:28:54.900 Are we removing that teacher from their instructional planning time that they could again have an impact on instruction? 00:28:55.140 --> 00:28:59.315 So I'm glad you asked that question, and to me that was a win to drive. 00:28:59.970 --> 00:29:04.530 Home to say this is great, but how does it impact instruction? 00:29:04.530 --> 00:29:10.830 And how can we reframe that to make sure that our focus is all instruction? 00:29:11.010 --> 00:29:21.240 So instead of just talking about, Hey, you didn't do your three walkthroughs this week, let's talk about that target area in our walkthroughs that we wanna focus on, right? 00:29:21.540 --> 00:29:27.780 Instead of we gotta meet these deadlines to, um, our evaluation system. 00:29:28.535 --> 00:29:31.415 Let's talk about what the data is showing us. 00:29:31.565 --> 00:29:39.695 How many teachers are falling in this developing area, and what can we do to build them up so that they are reaching those higher levels? 00:29:39.875 --> 00:29:44.225 How can we support them instructionally so that they are getting there? 00:29:44.225 --> 00:29:55.835 So again, moving from that general picture, that level of general compliance to drilling down and impact and student outcomes. 00:29:56.480 --> 00:29:56.810 Mike Caldwell: Yeah. 00:29:58.100 --> 00:30:02.000 Well, let's, let's leave with one practical takeaway here. 00:30:02.000 --> 00:30:17.510 So, for principals listening who want to begin shifting, you know, whether it's culture or make a big move academically, um, but they wanna do it tomorrow, what's one concrete action they could take this week? 00:30:20.090 --> 00:30:20.240 Kristilynn Turney: Wow. 00:30:20.270 --> 00:30:22.070 Mike Caldwell: Con, concrete, concrete. 00:30:24.860 --> 00:30:28.340 Kristilynn Turney: Okay, go with me one concrete action. 00:30:30.050 --> 00:30:30.650 Set a plan. 00:30:32.660 --> 00:30:39.440 Identify what it is that you are going to focus on and develop a plan around that. 00:30:39.920 --> 00:30:48.440 That next step, and I know we're talking about one, but this all goes into that one, that next step is sharing it. 00:30:49.165 --> 00:31:02.605 And getting feedback so that you get not only others' opinions, but you also get support and ultimately buy-in in that action that you plan to take to move your staff and students. 00:31:03.535 --> 00:31:03.835 Mike Caldwell: Love it. 00:31:04.045 --> 00:31:04.765 Good stuff. 00:31:05.125 --> 00:31:06.325 All right, final question. 00:31:06.655 --> 00:31:11.635 What does it mean to you to be a Transformative Principal or transformative leader? 00:31:11.710 --> 00:31:11.930 It, 00:31:12.710 --> 00:31:17.095 Kristilynn Turney: yes, it means that you are, um, shifty. 00:31:17.600 --> 00:31:42.650 That you are, whatever that level of shift is, uh, whether it is shifting in the culture and the climate, um, shifting in student expectations, staff expectations, uh, instruction, and really that constant shift because it's almost like once you get one thing right, there's still a whole line of other things that are waiting for you. 00:31:42.860 --> 00:31:46.250 So shifting, um, and being transformational. 00:31:46.510 --> 00:32:01.090 And being intentional about your shift and your goals and in moving, and then finally making sure that you are continuing to monitor and evaluate the successes of your shifts. 00:32:02.225 --> 00:32:02.855 Mike Caldwell: Fantastic. 00:32:02.885 --> 00:32:03.275 Cool. 00:32:03.605 --> 00:32:08.225 Well, we'll make sure that we include your website and your, all your links to Yeah. 00:32:08.765 --> 00:32:11.705 For people to find you if they wanna reach out and connect. 00:32:11.765 --> 00:32:15.275 Um, there's so much we didn't cover that you, you can offer of course. 00:32:15.275 --> 00:32:18.305 And support leaders and, um, yeah. 00:32:18.335 --> 00:32:23.465 And Christy Lynn, I appreciate your time and getting to, to know you over the last year or so. 00:32:23.735 --> 00:32:27.645 And, uh, best of luck to you as you, uh, help school leaders and, and. 00:32:27.925 --> 00:32:34.375 District leaders navigate this difficult business of, of leadership that we are in, in education. 00:32:34.375 --> 00:32:35.695 So thank you again for your time. 00:32:36.745 --> 00:32:36.925 Kristilynn Turney: Thank you. 00:32:37.915 --> 00:32:38.275 Mike Caldwell: All right. 00:32:38.635 --> 00:32:39.655 Thanks everyone for listening. 00:32:39.655 --> 00:32:41.755 It's another episode of Transformative Principal. 00:32:41.755 --> 00:32:42.835 We'll see you on the next one.